Facial attractiveness and its relation to occupational success.

For 75 White male graduates of a military service academy, no relation was found between attractiveness (as rated by 129 undergraduates) and performance in the academy. In addition, no relation was found between rated attractiveness and rank attained 12 yrs later. However, for Ss who remained on active duty 12 yrs postgraduation, a significant relation was found between attractiveness and academy performance. This result indicates that organizations can foster the development of stereotypes. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facial asymmetry: Perceptual awareness and lateral differences.

Normal subjects participated in four experiments designed to examine their level of awareness of facial asymmetry and the possible lateralization of this awareness. For centrally displayed faces and symmetrical chimeras, subjects considered the normal face and its mirror-image as highly similar, and the two composite chimeras as highly dissimilar (Exp. 1, N = 10), but were unable to decide if the asymmetrical displayed stimulus was a normal or a mirrored face (Exp. 2, N = 30) except for experimentally familiarized subjects. For laterally displayed faces and chimeras, same/different judgements about pairs of stimuli (Exp. 3, N = 12) and face/nonface judgements (Exp. 4, N = 36) were very difficult even for trained subjects, and there was evidence for an advantage of the right visual field/left cerebral hemisphere. This study suggests that there is an awareness of facial asymmetry but not of the lateral direction of this asymmetry, that this awareness depends more on the processing of facial features than on holistic characteristics, and that within-face redundancy is an important parameter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facial attractiveness, physique, and sex role identity in young children.

Examined the effects of facial attractiveness and physique on sex-role identity and constancy in 74 middle-class 3-9 yr olds. Measures included Ss' sex-role orientation, sex-role preference, sex-role adoption, parent salience, gender recognition, and sex-role constancy. Ratings for facial attractiveness and the ponderal index for body type were completed for each S. Analysis of variance using age, sex, and facial attractiveness as factors revealed no significant main effects for facial attractiveness on any of the measures. Interactions did appear, however, for Sex * Attractiveness * Age on sex-role adoption and for Facial Attractiveness * Sex on gender recognition. Analyses of variance for physique effects resulted in significant interactions of Physique Type * Age on both gender recognition and sex-role preference. Sex differences were present for sex-role orientation, preference, adoption, and parent salience, but not for gender recognition or sex-role constancy. Age differences appeared for sex-role orientation, preference, adoption, constancy, and gender recognition. Overall results fail to support the hypothesis that physical attractiveness and body stereotypes significantly influence sex-role development. It is concluded that these attributes may influence a child's perception of others, but they do not necessarily affect the child's gender assignment of others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facial asymmetry: recognition of TMD

For many years researchers and clinicians have been aware of the varying presenting signs and symptoms common in the TMD patient. The symptom-complex frequently includes preauricular pain; cephalgia (predominantly frontal, temporal, occipital, vertex, retro- and periorbital); cervicalgia (immobility/stiffness); otalgia (congestion, vertigo, tinnitus). The most prominent signs are those of joint sounds (popping, click and crepitus due to disc displacement with reduction and/or osseous breakdown); restricted mandibular excursion (disc displacement without reduction); and mandibular deviation/deflection (disc(s) displacement).     

A developmental perspective on antisocial behavior.

A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental psychopathology perspective on adolescence.

Developmental psychopathology offers an integrative framework for conceptualizing the course of development during adolescence, with particular relevance for understanding continuity and the emergence of psychopathology during this and subsequent developmental periods. In this article, the utility of a developmental psychopathology perspective for informing the design of research, prevention, and intervention is highlighted. Interdisciplinary, organizational models of development, emphasizing the dynamic relations between the developing individual and internal and external contexts, are discussed. Examination of boundaries between abnormal and normal development during adolescence offers important vantage points for articulating diversity in the developmental course during this period. Conceptualizing divergence and convergence in developmental pathways, continuity and discontinuity in development, and the transactions of risk and protective processes leading to maladaptation, psychopathology, and resilience are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confidence in protection: A developmental psychopathology perspective.

S. Goldberg, J. Grusec, and J. M. Jenkins (see record 1999-15264-001) provided a thorough review of J. Bowlby's (1982) work and offered a persuasive argument to consider confidence in protection as the roots of the parent-child attachment system. In an attempt to explore implications of their work, confidence in protection is examined from a developmental psychopathology perspective, with issues highlighted specifically about the role of family functioning, as well as the notion of risk and protection mechanisms. Questions are raised in the spirit of responding to and extending S. Goldberg et al.'s (1999) thought-provoking analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading skills in hyperlexia: A developmental perspective.

Hyperlexia is characterized by advanced word-recognition skills in individuals who otherwise have pronounced cognitive, social, and linguistic handicaps. Language, word recognition, and reading-comprehension skills are reviewed to clarify the nature and core deficits associated with the disorder. It is concluded that hyperlexia should be viewed as part of the normal variation in reading skills, which are themselves associated with individual differences in phonological, orthographic, and semantic processing, short-term memory, and print exposure. A compulsive preoccupation with reading may also be crucial to the development of a hyperlexic reading profile. A theoretical framework, based on recent connectionist models of reading development, is described. This perspective provides a satisfactory account for how individual differences in a number of different skills can lead to a variety of manifestations of reading behavior, including hyperlexia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult participation in youth sports. A developmental perspective

Societal and familial forces of enormous emotional intensity have contributed to the growth of youth sports during the twentieth century, and continue to affect adult participation in children's athletics. This article addresses the historical evolution of youth sport programs, then identifies opportunities for adults to facilitate developmental progress and surmount emotional obstacles as they interact in sport activities with children ranging from preschool ages through adolescence. Youth sports are viewed as offering tremendous opportunities to teach not only physical skills and playing strategies, but also psychological skills and coping strategies that have applicability throughout life. A developmental rationale is provided to support recommendations for parents and coaches. Child and adolescent psychiatrists are faced with the challenge of collaborating with other professionals and making their knowledge base available to the volunteers who coach in and support youth sport programs.     

A developmental perspective on emotions in play therapy.

Describes and compares normative emotional responses in solitary play, and determines developmental changes associated with expression of emotion in play. A developmental perspective on emotions is described. The results from 3 studies that examined the expression of emotion (facial expressions) during infants' and children's (aged 6 mo–5 yrs) solitary play are discussed as a foundation from which to consider the functions of emotion in play therapy. Facial expressions of emotions were assessed using the System for Identifying Affect Expressions by Holistic Judgments (C. E. Izard et al, 1983). Exploration and play were measured using a standardized scale developed by J. Belsy and R. K. Most (1981). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Noninterpretive interventions in psychoanalysis and psychotherapy: A developmental perspective.

One of the more important issues confronting psychoanalysis and psychotherapy seems to involve the clinical and theoretical aspects of so-called noninterpretive interventions. Advances in infant research, developmental psychology, and clinical theory may aid in shedding new light on the role and mechanisms of action of a variety of noninterpretive interventions and clinical concepts, including validation and confirmation, mirroring, clarification, "holding environment," negative therapeutic reactions, and others. In addition, these advances may enhance the understanding of the nature of change in psychoanalysis and psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antecedents of self-regulation: A developmental perspective.

The emerging ability to comply with caregivers' dictates and to monitor one's own behavior accordingly signifies a major growth of early childhood. However, scant attention has been paid to the developmental course of self-initiated regulation of behavior. The literature devoted to early forms of control is summarized, highlighting the different philosophical orientations. Focusing on the period from early infancy to the beginning of the preschool years, an ontogenetic perspective is proposed that traces the kinds of modulation or control of which the child is capable. The developmental sequence of monitoring behaviors that is proposed calls attention to contributions made by the growth of cognitive skills. The role of mediators (e.g., caregivers) is also discussed. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology postdoctoral training: A developmental perspective.

Postdoctoral training for psychologists has increased. This article provides an overview of postdoctoral fellowships, including information regarding training opportunities and requirements for licensure and employment. A developmental perspective on the postdoctoral training experience is offered, focusing on negotiating the tasks of individuation and self-definition. Special attention is paid to personal issues. As the postdoctoral fellow's professional identity solidifies, he/she develops expertise in focused areas of interest, experiences a deepening commitment to the work, develops an increasing sense of self-efficacy and self-acceptance as a psychologist, and gains respect from others as a competent professional. This enables the postdoctoral fellow to develop more collegial relationships with former mentors, teachers, and supervisors and shift toward the practice of professional psychology and the teaching of more junior professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nature-nuture reconceptualized in developmental perspective: A bioecological model.

In response to A. Anastasi's (1958) long-standing challenge, the authors propose an empirically testable theoretical model that (1) goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism–environment interaction, called proximal processes, through which genotypes are transformed into phenotypes; (2) hypothesizes that estimates of heritability (e.g., h–2) increase markedly with the magnitude of proximal processes; (3) demonstrates that heritability measures the proportion of variation in individual differences attributable only to actualized genetic potential, with the degree of nonactualized potential remaining unknown; and (4) proposes that, by enhancing proximal processes and environments, it is possible to increase the extent of actualized genetic potentials for developmental competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing the attractiveness of college cafeteria food: A reactance theory perspective.

Examined attitudinal effects of the elimination of a free behavior in a field experiment employing 27 female college students. Ss completed a survey, giving a rating of their cafeteria food. 9 days later they randomly received 1 of 3 communications: (a) elimination condition-eliminating their cafeteria use for 2 wks; (b) control condition-eliminating carbonated beverages; or (c) control condition-announcing a movie presentation. 5 min after receiving the communication, the Ss again completed the survey rating the cafeteria food. Only the elimination condition showed a greater positive reevaluation of the food as reflected by difference scores for the pretest and posttest ratings. Results are discussed in terms of contradictory hypotheses of J. Brehm's (1972) reactance theory and R. A. Wicklund's (l972) concept of prior exercise of behavioral freedom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental perspective and antisocial behavior: Cognitive functioning.

Comments that G. R. Patterson et al (see record 1989-26278-001) failed to sufficiently address the idea that cognitive functioning is a factor which is related to both school failure and antisocial conduct. Findings consistent with the acculturation learning view are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age, sex, and attractiveness as factors in student ratings of teachers: A developmental study.

Black-and-white photographs of teachers, controlled for race, age, sex, and attractiveness, were rated on 7 factors of teacher performance by 150 students in Grades 2, 5, 7, 11, and 13. Across all developmental levels and on all factors, ratings of unattractive teachers tended to be lower. At all developmental levels, older teachers tended to receive lower ratings than younger teachers. Sex of the teacher appeared to be a more influential factor at Grades 11 and 13. Interactions showed that unattractive middle-aged female teachers and unattractive old male teachers frequently received lower ratings. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Representational conceptions in two- and three-dimensional media: A developmental perspective.

Some of the empirical implications of Rudolf Arnheim's concept of representation as a mental activity that goes beyond the perception and imitation of objects and events and transforms them with the means available in a chosen medium are explored in the study of two- and three-dimensional media. Systematic comparisons of children's drawings and their models in clay, and comparisons of diverse objects within the three-dimensional medium reveal significant differences in the form their representations take. The findings highlight the role of the medium in the art form children invent and do not support the notion that a single template underlies their diverse attempts at representation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Levels of hopelessness in children and adolescents: A developmental perspective.

We investigated hopelessness at 3 age levels (8-, 12-, and 17-year-olds) in 210 children and adolescents from a community sample derived from public school listings of 4,810 children in a midwestern college town. The sample included 105 boys and 105 girls, and there were 70 subjects in each age group. The major finding was that children with high hopelessness scores are at greater risk not only for suicide and depression as revealed by the Child Assessment Schedule and the Birleson Depression Scale but also for overall psychopathology. This study suggests that hopelessness does not increase from preadolescence to adolescence in a general population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)